Feeds and Feeding Habit (Animal Nutrition) (Lesson note)

Detailed Lesson Note

Subject: Agricultural Science
Class: JSS 2 (Grade 8)
Topic: Feeds and Feeding Habit (Animal Nutrition)
Duration: 40 minutes

Week: Nine
Average Age: 12–14 years
Date: To be inserted by the teacher
Class Size: To be inserted by the teacher

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Instructional Objectives

By the end of the lesson, students should be able to:

1. Define basal/energy feeds and supplementary/protein feeds correctly. (Knowledge – Lower domain)
2. Differentiate between concentrates and roughages with examples. (Understanding/Application – Middle domain)
3. Analyze poultry feeds and feeding tools, explaining their importance in poultry production. (Analysis/Evaluation – Higher domain)

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Instructional Materials

• Samples/pictures of feeds (maize, groundnut cake, hay, cassava, fish meal)
• Chart showing classification of animal feeds
• Poultry feeding tools (feeders, drinkers, mash bag – real or pictures)
• Whiteboard and marker
• Agricultural Science textbook

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Entry Behaviour

Students already know that animals like goats eat grass, while chickens eat maize and grains.

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Lesson Development

Step I: Introduction (5 minutes)

• Teacher’s Activity:
• Greets students and settles the class.
• Asks: “What food do chickens, goats, or cows eat?”
• Students’ Activity:
• Respond: grass, maize, rice bran, beans, etc.
• Teacher’s Remark:
• Praises responses and links to the topic: “Feeds and Feeding Habit (Animal Nutrition).”

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Step II: Presentation (25 minutes)

Objective 1: Basal/Energy Feeds and Supplementary/Protein Feeds (7 minutes)

• Teacher’s Activity:
• Explains:
• Basal/Energy feeds are feeds rich in carbohydrates and fats; they supply energy (e.g., maize, cassava, sorghum).
• Supplementary/Protein feeds are feeds rich in proteins; they build body tissues and help growth (e.g., groundnut cake, fish meal, soybean).
• Shows chart or real samples.
• Students’ Activity:
• Write down the definitions and examples.
• Mention other examples they know.
• Teacher’s Remark:
• Emphasizes that animals need both energy and protein for proper growth, milk, and egg production.

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Objective 2: Concentrates and Roughages (8 minutes)

• Teacher’s Activity:
• Defines and explains:
• Concentrates: Feeds that are rich in nutrients, low in fibre, easily digestible (e.g., maize, wheat bran, groundnut cake).
• Roughages: Feeds that are bulky, high in fibre, low in nutrients (e.g., hay, silage, grass).
• Uses pictures/samples to compare.
• Students’ Activity:
• Observe samples, compare differences.
• Suggest examples of concentrates and roughages from their environment.
• Teacher’s Remark:
• Reinforces that ruminants like cows depend on roughages, while non-ruminants like poultry need concentrates.

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Objective 3: Poultry Feeds and Feeding Tools (10 minutes)

• Teacher’s Activity:
• Explains poultry feeds:
• Chick mash – for young chicks.
• Grower mash – for growing birds.
• Layer mash – for laying hens.
• Broiler starter/finisher – for broiler meat production.
• Demonstrates feeding tools:
• Feeders – used to give feeds.
• Drinkers – used to supply water.
• Shows pictures or real items.
• Students’ Activity:
• Observe and identify feeds and tools.
• Discuss why they are important in poultry farming.
• Teacher’s Remark:
• Emphasizes that using correct feeds and feeding tools ensures healthy poultry and higher productivity.

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Step III: Conclusion (5 minutes)

• Teacher’s Activity:
• Reviews lesson by asking:
1. What are basal/energy feeds?
2. Differentiate between concentrates and roughages.
3. Mention two poultry feeds and two feeding tools.
• Students’ Activity:
• Answer questions orally.
• Teacher’s Remark:
• Summarizes lesson, corrects mistakes, and reinforces key points.

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Evaluation (5 minutes)

1. Define basal and supplementary feeds.
2. Differentiate between concentrates and roughages with examples.
3. List two poultry feeds and two poultry feeding tools.

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Assignment

1. Draw a table showing three classes of feeds with two examples each.
2. Write out three poultry feeding tools and explain their uses.